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GRADES 1 to 12
Teacher: Karenlyn S. Dimatulac Learning Area: ENGLISH
DAILY LESSON
LOG Teaching Dates and Time: Week 2 ( Module 2 Quarter: Second
C. Learning RC1a: Use predictive and anticipatory RC1b: Use information presented in GS2a: RC1e: Respond to ideas, issues,
devices/tasks to activate prior a reading or viewing selection to Use correct determiners. and concerns presented in a reading
Competencies/Objectives: knowledge about the topic of infer, to evaluate, and to express or viewing selection in creative
Write the LC Code for each reading/viewing selection. critical ideas. forms.
LC2b: Determine the order of RC1e: Respond to ideas, issues,
significant events in the text listened to. and concerns presented in a reading WC2b: Distinguish between and
RC1a: Use predictive and anticipatory or viewing selection in creative among a journal entry, an anecdote,
devices/tasks to activate prior forms. a travelogue, a personal letter, and a
knowledge about the topic of VD2b: Identify figures of blog entry.
reading/viewing selection. speech that show comparison:
RC1b: Use information presented in a simile. SS2a: Identify the features of
reading or viewing selection to infer, primary information sources.
to evaluate, and to express critical
ideas.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT Features of primary
The Mats The Mats Determiners. information sources.
by Francisco Arcellana by Francisco Arcellana
Simile
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
III. LEARNING RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages 9 10 11 11
3. Textbook Pages
C. Presenting Examples/Instances
of the Lesson TOTAL RECALL:
Activating Prior Knowledge (5 minutes)
d. Ask students their experiences
regarding remembering dead loved ones.
e. Have them listen to similarities and
differences of their experiences.
D. Discussing New Concepts and SEE YOUR TEXT: LISTENING ACTIVITY
Practicing New Skills #1 a. The class will be divided into 10 groups.
b. The concept of jigsaw reading will be
discussed and each group will decide the parts
to read and the order of reading these parts.
d. They need to listen for cues that will signal
transition of paragraphs or ideas.
e. They must listen for important details about
the narrative. ( 20 minutes)
CHECK POINT (20 MINUTES)
a. Process what the students have listened to by
discussing the following:
i. structure of the jigsaw reading vis-à-vis the
structure of the narrative
ii. importance of cues like transition devices,
repetitions,
pronouns and their antecedents
b. The students will answer the comprehension
questions regarding the listening text.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
IV. PROCEDURES by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and WE ARE FAMILY: In depth
discussion of the text (15 minutes)
Practicing New Skills #2 1. Explain the concept of a sociogram.
2. Cite example for better understanding of it.
3. Guide them as they make the sociogram
for the Angeles family.
SPOKEN FOR: COMPARISON AND
CONTRAST OF DETAILS (15 mins)
a. Recall specific details about the
mats given by Mr. Angeles by
completing the table as a class.
b. Lead them into constructing
comparison-contrast sentences
using words like both, and, but etc.
c. Make the class further practice
comparison-contrast by talking
about Filipino practices and beliefs
regarding death.
AS YOU LIKE IT: VOCABULARY
Development (30 minutes)
a. Have the class read the phrases
with similes.
b. Discuss with them the forms and
functions of similes.
c. Ask them to make comparisons
of the given items using similes.
Provide examples when
necessary.
d. Assign the class to make a
research on Filipinos and other
cultures‘, burial beliefs and
practices. To facilitate the
research, you can assign specific
regions and nations to work on per
student and/or group.
e. Ask them to share their research
with their group mates and have
them summarize by writing
comparison-contrast sentences
/paragraphs using similes.
f. Have them prepare an oral
report for their output.
F. Developing Mastery TASK 3. CERTAINLY CERTAIN (15
minutes)
(Leads to Formative 1. The learners will study the given
Assessment ) phrases and they will answer the
questions that follow:
a. What word introduces each phrase?
b. What do these words do to the nouns in
the phrases?
3. They will look for other phrases that
are introduced by the determiners like a,
an, the, that,, his, etc.
VI. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
VII. REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation